In Wang Qiang's view, reading-aloud also has its special function for the students whose second language is English。 With the help of it, the acquirement of good pronunciation and intonation, familiarization with new words and stress patterns, and confidence in speaking English seem to easier。 (Wang Qiang, 2010)。 

In addition, according to Zhu Chun, reading-aloud has other functions:1) it is often used in the literature like poets, prose, dramas and so on to help deepen appreciation, correct pronunciation, enhance the sense of rhythm, and developing wording and explanation。 2) reading-aloud can help check the insufficiency, the accuracy and fluency in reading。 3) it would make students realize that written language record the spoken language incompletely。 来*自-优=尔,论:文+网www.chuibin.com

What's more, Gao Xia holds a view that reading-aloud can improve the ability of listening, speaking and reading, and foster students' language intuition so that is their language ability can be developed entirely (Gao Xia, Zhu Zhengcai, Yang Huizhong 2006)。 Through reading-aloud, learners are supposed to listen, analyze their speech everyday, and be better at checking their mistakes theoretically,) (Action, 1984)。 Besides, by exposing learners to words that they don't often hear in spoken form, it enriches the auditory experiences in target language (Griffin, 1992)。 

2。1。2 Imitation

a。 Term Clarification   

In social learning theory, it is said that imitation is the action that learns to do something by seeing it done。 That is to say, according to right or proper behaviors, observers set up and develop their actions。 Albert Bandura (1962), the fertilizer of the social learning theory, insists that inpiduals, especially children, learn how to response by observing others through the media and environment。 Besides, he holds the view that through a process named behavior modeling, learning appears when an inpidual observes and imitates others people's behaviors。 

However, for foreign language learners, learning a foreign language through observing native speakers' behaviors is difficult。 Because of lack of real setting, learners can only learn from authentic materials。 And usually, linguistic elements, like pronunciation, stress, intonation and the like will be imitated。 In fact, this is just the process of imitation。 Learners understand and imitate the models。 And then they identify and absorb the various assets of linguistic styles from literary materials by combining with their own experiences。 Finally, utterances will be produced creatively in certain situations。 This is the process of learning and using English。

It is universally acknowledged that from the imitation of others, we have much of our life's learning of language development, new skills acquisition and social integration。 It is a complicated process。 Many scholars think it’s reasonable that setting the process of first language acquisition as a model, SLA can gain good experiences from it。 Therefore, in the process of teenagers' English learning and English speaking, imitation can't be denied。 Besides, children's imitation is deficient in meaning, let alone creation。 But things are different for students in the middle school, who have basic competence of understanding and summarizing。 Through a period of imitation, they can make new sentences, dialogues and even passages。 Thus, imitation is a suitable learning strategy for them。